Survey of Inclusion of Cultural and Gender Issues in Entry-Level Physical Therapy Curricula in New York State

Babyar, Suzanne; Sliwinski, Martha Macht; Krasilovsky, Gary; Rosen, Elaine; Thornby, Maureen; Masefield, Joseph R

doi:10.1097/00001416-199607000-00002

Cited by 7 publications

(3 citation statements)

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“…In general, the literature suggests that culture-related concepts should be presented in a tentative rather than a prescriptive manner (Pope-Davis et al 1994) and should be linked to practice examples where possible (American Association of Nursing [AAN] 1992, Capers 1992, Palmer 1997. Additionally, it has been argued that to be of most value to health professional students, concepts should be addressed from both cognitive and affective perspectives (Babyar et al 1996). In terms of specific teaching/learning methodologies, there is a general consensus in the literature that the dynamic nature of the content requires active, experiential learning.…”

Section: Educating For Sociocultural Diversity: Crossdisciplinary Permentioning

confidence: 99%

Being Prepared for Diversity in Practice: Occupational Therapy Students' Perceptions of Valuable Intercultural Learning Experiences

Whiteford¹,

St-Clair²

2002

British Journal of Occupational Therapy

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Occupational therapists are increasingly working in diverse areas of practice, in diverse settings and with diverse client groups. Accordingly, understandings of the complexities of interactions between service providers and clients, relative to the environments and contexts in which they come together, are requisite to competent practice. This article describes a phenomenological study undertaken with occupational therapy students in New Zealand, which focused on their experiences of learning to work with people from diverse cultural backgrounds. In this article, a subset of the findings from the study is presented. This subset of findings was that client-centredness and hands-on experiences in fieldwork were perceived to be the most important features of the occupational therapy students' education as preparation for working with clients from different cultural backgrounds. A presentation of narrative extracts and interpretive commentary is followed by a discussion of the implications of the findings for occupational therapy education, especially fieldwork education.

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Section: Educating For Sociocultural Diversity: Crossdisciplinary Permentioning

confidence: 99%

Being Prepared for Diversity in Practice: Occupational Therapy Students' Perceptions of Valuable Intercultural Learning Experiences

Whiteford¹,

St-Clair²

2002

British Journal of Occupational Therapy

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Section: Introductionmentioning

confidence: 99%

“…To date, only one published study has explored the inclusion of educational content and approaches related to culture or cultural responsiveness in entry-level physiotherapy programs [21]. This study was conducted in one state of the United States, and captured the status of the physiotherapy curricula 20 years ago, limiting the generalisability of results to current day teaching practices internationally [21]. Other studies evaluating educational content and approaches related to culture or cultural responsiveness in the curricula have been conducted in medicine, nursing or dentistry [22][23][24][25][26][27][28][29][30][31][32][33][34].…”

Section: Introductionmentioning

confidence: 99%

Fostering cultural responsiveness in physiotherapy: curricula survey of Australian and Aotearoa New Zealand physiotherapy programs

Blackstock

Chipchase

2019

BMC Med Educ

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Background Developing cultural responsiveness among physiotherapists is considered essential to promote quality and equity in healthcare provision for our culturally diverse populations. The aim of this study was to evaluate how entry-level physiotherapy programs in Australia and Aotearoa New Zealand (NZ) design curricula to foster the development of cultural responsiveness in physiotherapy students. Further, the challenges of integrating educational content and approaches, and the perceptions of the effectiveness of these curricula were also explored. Methods A cross-sectional telephone survey with closed and open-ended questions, was conducted with 18 participants representing 24 entry-level physiotherapy programs (82% of all programs) in Australia and NZ between May and September 2017. Data were analysed descriptively in the form of frequencies, percentages or ratios as appropriate. Open-ended responses were thematically analysed. Results Results suggest variability in the structure, and teaching and assessment methods used across all programs. The majority of programs appeared to rely on didactic teaching methods, along with knowledge based and implicit assessment methods. The main challenges reported were that cultural responsiveness was thought to be perceived by academic staff as unimportant and that the curriculum was perceived to be ‘overcrowded’. Participants also felt there was room for improvement despite perceiving the curriculum to be effective at fostering cultural responsiveness. Conclusion Results provide insight into the educational content and approaches integrated in entry-level physiotherapy curricula in Australia and NZ, and suggest opportunities for further research and development to foster cultural responsiveness among physiotherapy students. Electronic supplementary material The online version of this article (10.1186/s12909-019-1766-9) contains supplementary material, which is available to authorized users.

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Clinical education and cultural diversity in physical therapy: Clinical performance of minority student physical therapists and the expectations of clinical instructors

Clouten

Homma²,

Shimada³

2006

Physiotherapy Theory and Practice

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Clinical education is an integral part of preparation for the profession of physical therapy and the role of the clinical instructor is critical. The purpose of this study was to investigate clinical instructors' expectations of student physical therapists with different ethnic backgrounds and the clinical performance of the students as assessed using a modification of the Generic Abilities Assessment. For this study, individuals with a Caucasian ethnic background who were raised in the United States were considered as the majority. The remaining individuals (minority) were subdivided into five groups: African American, Hispanic, Asian/Pacific Islander, Caucasian from outside the United States, and Other. Clinical instructors reported their experiences with students from different ethnic backgrounds, their expectation of students' performance, and recollections of specific weaknesses in performance. From the 216 surveys distributed, 192 clinical instructors responded. Fifty-seven percent had supervised a minority student, with a mean of three students each. While 4% reported that they expected a higher standard from majority students, 17% noted a difference in performance between majority and minority students. Results from this study suggest that minority students would benefit from further preparation in communication and interpersonal skills but they are stronger than majority students in stress management and the effective use of time and resources.

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Survey of Inclusion of Cultural and Gender Issues in Entry-Level Physical Therapy Curricula in New York State

Cited by 7 publications

References 0 publications

Being Prepared for Diversity in Practice: Occupational Therapy Students' Perceptions of Valuable Intercultural Learning Experiences

Being Prepared for Diversity in Practice: Occupational Therapy Students' Perceptions of Valuable Intercultural Learning Experiences

Fostering cultural responsiveness in physiotherapy: curricula survey of Australian and Aotearoa New Zealand physiotherapy programs

Clinical education and cultural diversity in physical therapy: Clinical performance of minority student physical therapists and the expectations of clinical instructors

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